Explores two factors which can help teachers in guiding students who have difficulty reading their textbooks--understanding the reasons why students have problems and finding some way to teach the subject content and reading at the same time. (JM)

Since the rise of the whole language movement, Sylvia Ashton-Warner's key vocabulary, individualized reading, and experience charts have been notable for their omission from the many books available on whole language. Whole language strength is notable in at least four major areas: (1) its learner-centeredness; (2) its scorn of commercial…

This is a booklet in the Project IDEALS series which deals with the teaching of reading skills. It generally describes what reading is and what the basic principles of a reading program are. Various methods and approaches to teaching reading are listed; they are the language experience approach, phonic methods, the linguistics approach, programmed…

Describes selected plans of teaching reading--individualized reading, basal reader, initial teaching alphabet, language experience and color coding--and suggests each plan's inherent philosophy. (MM)

Students are often provided with background information before reading an assigned selection. This background information functions differently in the following reading variations: individualized reading; basal reading; big book approaches; programmed reading, the language experience approach; and predictable books. Students often pick subjects…

This paper examines reading research and fosters awareness of limitations in such studies. It begins by discussing the historical aspects of the basal reading program and the language experience and individualized reading approaches. It continues by reporting early studies conducted in these areas, and investigating problems with such studies. The…

Examines the relative merits of the language experience approach, the basal reader approach, and the individualized reading approach for beginning reading instruction, concluding that individualized reading has the advantage of fitting the needs of the student. (RB)

Briefly defines nine distinct methods of teaching reading and summarizes how teachers use reading materials. (AEA)

Discusses the practice of language experience and individualized reading to better understand the methodology of these approaches. States that the fundamental principle is that each teacher must utilize some aspect of the internal world of the student. (MG)

The author explains that there does not exist one single method of teaching reading since there are different teaching styles and preferences of individual teachers; varied backgrounds, experiences, and abilities among children; and different school administration considerations. Five approaches for teaching reading are described. (1) The…

Evaluates some of the 100 different teaching approaches to beginning reading and reading theory. (Author/RB)

In order to equalize educational opportunities, individualized instruction in the beginning reading program is suggested. Children should have equal opportunity but not identical instruction. Reading readiness, as determined by reading skills, and reading interest should determine when instruction begins, whether it is kindergarten or the third…

Most content area teachers face a common problem--students who cannot read their textbooks or who do so with difficulty. Before they can provide help for such students, teachers must first try to understand the reasons why the students have reading problems and then they must find some way to teach subject content and reading at the same time.…

Teachers of reading must fully appreciate the two concepts of reading: (1) a skill acquired only through formal reading instruction, and (2) the result of a natural emergence of language development. (Author/MB)